Dr. Arshed Iqbal Dar
The recent decision of the Karnataka government to discontinue 458 undergraduate course combinations in government degree colleges due to poor enrolment has reignited a debate that higher education institutions across India can no longer afford to ignore. According to reports, more than 1,091 course combinations recorded zero admissions, while several others witnessed only single-digit enrolment, prompting the State to rationalise programmes and introduce more skill-oriented alternatives (Deccan Herald; The Hindu). While declining admissions may be the immediate concern, the deeper challenge lies in understanding the changing aspirations of a new generation of learners and responding to them with vision and adaptability.
Jammu & Kashmir is witnessing a similar trend. Several affiliated colleges of the University of Kashmir, Jammu University and the Cluster University Srinagar have experienced fluctuations in enrolment, particularly in traditional Bachelor of Arts, Science, and Commerce programmes. At the same time, courses linked to information technology, management, healthcare, data science, artificial intelligence, and vocational education are attracting increasing attention from students.
This transformation should not come as a surprise. Today’s learners largely belong to Generation Z (Gen Z)—the first generation to grow up entirely in a digitally connected world. Shaped by smartphones, social media, artificial intelligence, automation, and instant access to information, Gen Z approaches education with expectations that differ significantly from those of previous generations. Their academic choices are increasingly influenced by employability, innovation, flexibility, entrepreneurship, and global opportunities.
Decades ago, futurist Alvin Toffler anticipated such a shift. His influential concept of Future Shock described the social and psychological impact of rapid technological and societal change. Perhaps his most enduring insight remains profoundly relevant today: the ability to learn, unlearn, and relearn will become the defining skill of the twenty-first century.
The challenge before higher education institutions is therefore not merely one of enrolment; it is one of relevance. Across Jammu & Kashmir, several factors are contributing to declining admissions in conventional degree programmes. The expansion of undergraduate programmes within universities has reduced the dependence on affiliated colleges. Students increasingly prefer professional and skill-oriented courses that offer visible career pathways. Limited placement opportunities, inadequate practical exposure, outdated curricula, and weak industry linkages further diminish the attractiveness of traditional degrees.
The availability of alternative learning platforms, including online and distance education programmes, has expanded educational choices. Many students also migrate outside the Union Territory in search of specialised courses and broader employment prospects. Financial constraints, insufficient career counselling, infrastructure gaps, and social perceptions that favour professional courses over conventional disciplines have collectively reshaped student preferences.
“Securing the future of higher education in Jammu & Kashmir requires abandoning the status quo to build institutions that merge academic excellence with practical relevance, traditional knowledge with technology, and local aspirations with global opportunities. Crucially, institutions must adapt to Generation Z’s demand for creativity, flexibility, and career-driven outcomes, proactively embracing transformation to equip students for an uncertain but opportunistic future.”
Yet, the solution is not to abandon traditional subjects. Disciplines such as literature, history, sociology, zoology, botany, economics, and political science remain indispensable for building informed, ethical, and socially responsible citizens. The real challenge is to reimagine these disciplines within a contemporary framework.
A degree in zoology, for instance, can be enriched through courses in bioinformatics, wildlife technology, environmental analytics, and conservation entrepreneurship. Programmes in the humanities can incorporate digital humanities, data analysis, communication technologies, and public policy. Commerce education can integrate financial technology, digital marketing, and business analytics. Such interdisciplinary approaches can preserve academic depth while enhancing employability.
The path forward requires a comprehensive and coordinated strategy. Skill-based and vocational courses must be integrated into mainstream curricula. Industry-academia partnerships should be strengthened to facilitate internships, apprenticeships, and collaborative projects. Placement and career guidance cells need to become active centres of student support rather than administrative formalities. Curriculum revision should be continuous, responsive, and aligned with emerging technological and societal needs.
Equally important is the creation of modern learning environments. Smart classrooms, digital laboratories, innovation hubs, research incubators, and flexible course structures can significantly improve the educational experience. Awareness campaigns highlighting the value of higher education, combined with scholarships and student support services, can further encourage enrolment.
Perhaps the most useful metaphor for higher education today comes from the world of white-water rafting. People are drawn to white water because it is dynamic, unpredictable, and demanding. Success in rafting does not come from resisting the current; it comes from learning to navigate it with skill, teamwork, adaptability, and courage.
Higher education institutions face a similar reality. The currents of artificial intelligence, automation, digitisation, and changing labour markets are reshaping the educational landscape at an unprecedented pace. Attempting to remain anchored to outdated models may lead to stagnation. Navigating these rapids requires agility, innovation, and a willingness to embrace change.
The future of higher education in Jammu & Kashmir will not be secured by preserving the status quo. It will be secured by creating institutions that combine academic excellence with practical relevance, traditional knowledge with technological innovation, and local aspirations with global opportunities. More importantly, it will depend on how effectively institutions respond to the aspirations of Generation Z—a generation that values adaptability, creativity, lifelong learning, and meaningful career outcomes as much as academic qualifications.
The question before us is not whether change is coming. It is whether we are prepared to navigate the rapids, embrace transformation, and equip our students with the knowledge, skills, and resilience needed to thrive in an increasingly uncertain but opportunity-rich future.
(The author is Assistant Professor Zoology at Govt Degree College Pattan, Baramulla. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
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